English Skillology Choice Menu Level 4

The Gaming Grammarian
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I created this game board choice menu as a semester long extra credit project for my advanced ESL students. The directions and bitmoji on the first page are both editable, the activities are not. Each square on the choice board is hyperlinked to another slide in the deck. The individual slides have directions for the various activities, four activities per skill (reading, writing, listening, speaking, grammar). To use this menu with your students simply delete my bitmoji and replace it with your own. Then make any changes you desire to the directions. Finally, make a copy for each student and provide them with directions for submitting the completed board to you.

Here's a brief overview of the various activities:


  • Contranym Context Clues: A contranym is a word that has opposing definitions. This activity, a small piece of a larger board game, asks students to read nine sentences and choose the correct definition for the underlined word.
  • Oxymorons: Understanding figurative language is difficult for English learners and oxymorons can be especially confusing. This activity asks students to define each of the two words forming the nine oxymorons and then define the oxymoron itself.
  • CER & CRAAP Check: This is a one slide version of the free graphic organizer based assignment I often use with my reading class. Students choose an article from a major news outlet and make notes about the claim, evidence, and reasoning present. They then examine the article to find information regarding the currency, relevance, authority, accuracy, and purpose of it.
  • Main Idea & Detail: Identifying the main idea and details of entire texts can be a difficult task. This task asks students to read the text from Roosevelt’s “Day of Infamy” speech (taken from CommonLit) and then summarize the main idea and details in a manner of their own choosing (paragraph, graphic organizer, outline…).


  • Sixty Second Summary (SSS): It’s relatively easy to summarize something when it can be as long as you want, there’s no need to make decisions regarding what to include and what to leave out. It is far more difficult to create a succinct summary, but that is what students are asked to do in this task. They have to read an article from NewsELA and, in sixty seconds or less, summarize the main idea and important details.
  • Informative Speech: Students are asked to use Online Voice Recorder to create a one to two minute informative speech about a topic of their choosing.
  • Pronunciation Challenge: Reading homophones is a big challenge, the only way to know which pronunciation to use is by the context. This activity asks students to record themselves reading ten sentences with homophone pairs in them. The challenge is to correctly pronounce all of the words.
  • One of a Kind: Everyone has something that is unique about them, something that makes them one of a kind. In this final speaking activity, students are asked to record a one to two minute speech explaining why they are one of a kind.


  • Narrative: Students write a narrative of at least two paragraphs long using correct grammar and punctuation.
  • Acyrologia Proofreading: Acyrologia is an incorrect or inappropriate use of words. Students are asked to retype a paragraph containing many examples of acyrologia using correct vocabulary and spelling. The paragraph is taken from a meme that has been floating around the internet and I do not know the original source.
  • Informative: Students are asked to write an informative essay of at least two paragraphs using correct grammar and punctuation.
  • Inferring Cause and Effect: Taken from my free Cause and Effect Pictures activity, students are asked to infer the cause and effect of each picture.


  • How to Tie Your Shoes: Students watch a short TED Talk and complete a Venn diagram comparing and contrasting the two ways of tying your shoes.
  • Word Stress Makes A Difference: The sentence, “I never said she stole my money” has a different meaning depending on the stressed word. Students are asked to write the meaning of each sentence based on the stressed word.
  • CER & CRAAP: Students are asked to listen to a TED Talk and read the speaker’s biography before completing a one slide version of the CER and CRAAP graphic organizer again.
  • Have a Meeting? Take a Walk: Students again watch a TED Talk, this time completing a graphic organizer about the main idea, details, things they learned, and questions they still have.


  • Relative Pronouns and Adjective Clauses: In a shortened drag-and-drop version of my Relative Clause Memory / Relative Clause Digital Task Cards activity, students drag the correct relative pronoun to connect each noun to the adjective clause.
  • Academic Vocabulary Context Clues: This activity is also a small portion of a much larger game, Academic Vocabulary Connect Four, a supplemental activity to my 30 Weeks of Academic Vocabulary Units. Students read a sentence and use context clues to write their own definition for the underlined vocabulary word.
  • Idiomatic Figurative Language: These five sentences from my Idiom Jeopardy game each contain a baseball-themed idiom (the idioms can also be found in my Play Ball, Ameila Bedila Idioms sort activity). Students are asked to read the sentence and write a sentence that explains the meaning of the underlined idiom.
  • Ranking Synonyms: This final activity combines my French Fry Synonyms sort with our Shades of Meaning activity. Students are asked to drag-and-drop five synonyms for each overused word and place them in order from weakest to strongest.

For more details, see my blog post English Skillology, Level 4.

Beginning Level (3rd grade CCSS): English Skillology, Level 1

Low Intermediate Level (5th grade CCSS): English Skillology, Level 2

High Intermediate Level (7th grade CCSS): English Skillology, Level 3

Advanced Level (9-10th grade CCSS): English Skillology, Level 4

Total Pages
21 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


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